A PROJECT REPORT ON

A STUDY ON JOB STATISFACTION

AT
BSNL
A PROJECT REPORT SUBMITTED TO

OSMANIA UNIVERSITY
HYDERABAD
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF THE DEGREE IN
BACHELORS OF BUSINESS ADMINISTRATION
SUBMITTED
BY
A. MOUNIKA
H.T.NO. 609521684008
TELANGANA SOCIAL WELFARE RESIDENTIAL DEGREE COLLEGE OF
COMMERCE FOR WOMEN, SANGAREDDY
2021-2024
By DEPARTMENT OF BUSINESS ADMINISTRATION
TELANGANA SOCIAL WELFARE RESIDENTIAL DEGREE COLLEGE OF
COMMERCE FOR WOMEN, SANGAREDDY
(Affiliated to Osmania University)
2021-2024

1
 OFFICE OF THE PRINCIPAL
TELANGANA SOCIAL WELFARE RESIDENTIAL DEGREE OF
COMMERCE FOR WOMEN SANGAREDDY
AT BUDHERA
ARIFA TEHSEEN ARA (I/C) E-mail:prl-rdc-srdswrs@telangana.gov.in
PRINCIPAL Mobile No.: 9121004525

CERTIFICATE

This is to certify that the project report entitled “A Study On JOB SATISFACTION
at BSNL” is being submitted by A. MOUNIKA, H.T.NO: 609521684008 in partial
fulfilment for the award of the Bachelors of Business Administration (BBA) to the
Osmania University, Hyderabad is a record of bonafide work carried out by her
under the guidance and supervision of S.SWETHA, Lecturer in Business
Administration.

The results embodied in this project have not been submitted to any other university
or institute for the award of any degree or diploma.

SIGNATURE OF INTERNAL GUIDE SIGNATURE OF HEAD OF THE

DEPARTMENT
(S.SWETHA MBA) (S.SWETHA
MBA)

SIGNATURE OF PRINCIPAL SIGNATURE OF EXTERNAL

EXAMINER
(Mrs. Arifa Tehseen Ara (I/C))

2
 DECLARATION

I the undersigned solemnly declare that the report of the summer training work
entitled study on ’’JOB SATISFACTION at BSNL’’ is based on my work carried out
during the course of my study under the supervision of Mrs. Swetha Somisetti,
Lecturer in Business Administration, Department of Business Administration,
Telangana Social Welfare Degree College of Commerce for Women, Sangareddy.

I assert that the statements made and conclusions drawn are an outcome of the
project work. I further declare that to the best of my knowledge and believe the
project report does not contain any part of any work which has been submitted for the
award of any other degree/ diploma/ certificate in this university or any other
university.

A.MOUNIKA

(Signature of the student)

DATE:
PLACE:

3
 ACKNOWLEDGEMENT

I am extremely grateful to Principal ARIFA TEHSEEN ARA (I\C) and the

Department of B.B.A for giving me the opportunity of learning through this research
project. It has been an excellent and rewarding experience, and has immensely
increased my knowledge.

I wish to express my sincere gratitude and appreciation to my project guide

Mrs.Swetha Somisetti, Head of Department, Department of Business
Administration, for her support, guidance and encouragement.

I would also like to extend special thanks to my family and friends who have been a
constant source of support and encouragement. Without them, this project would not
have been materialized.

A.MOUNIKA

(Signature of the student)

DATE:
PLACE:

4
 TABLE OF CONENTS

CHAPTER NO. DESCRIPTION PAGE NO.

CHAPTER 1 INTRODUCTION 6-24

1.1 INTRODUCTION

1.2 NEED OF THE STUDY

1.3 SCOPE OF THE STUDY

1.4 OBJECTIVES OF THE

STUDY

1.5 RESEARCH
METHODOLOGY

1.6 LIMITATIONS OF THE

STUDY

CHAPTER 2 REVIEW OF 17-50

LITERATURE

CHAPTER 3 IDUSTRY AND 51-61

COMPANY PROFILE

CHAPTER 4 DATA ANALYSIS AND 62-75

INTERPRETATION

CHAPTER 5 FINDINGS, 76-85

SUGGESTIONS AND
CONCLUSIONS

5
 ABSTRACT

Job satisfaction is a multifaceted factor, because it is connected with various

casual factors like individual, social, intellectual, ecological and also, monetary. Job
satisfaction is an individual's attitude towards the job or it is even an individual's
reaction to the job. It plays a prominent role in a man’s life, as it affects positively on
the personal and social adjustment of the individual and adversely affects the physical
and cerebral health of the individual. One should note that a highly satisfied employee
need not necessarily be a profound performer. The study on job satisfaction reveals the
preferences and difficulties of the employees. Mainly, six factors influences the job
satisfaction namely payment package, career development, interpersonal relations,
Inspiration, Circumstances, training and development. The present study highlights job
satisfaction of employees of Bharat Sanchar Nigam Ltd., Thiruvarur, which is well
organized in many aspects. However, the study reveals that the most of the employees
are not satisfied with their job.

Keywords:
Job Satisfaction, BSNL, Individual Factors, Inspiration and Evaluation.

6
CHAPTER - I
INTRODUCTION

7
 INTRODUCTION

Organizational development plan is the process through which an organization

develops the internal capacity to be the most effective it can be in its mission work and
to sustain itself over the long term. This definition highlights the explicit connection
between organizational development work and the achievement of organizational
mission. This connection is the rationale for doing OD work. Organization
development, according to Richard Beckhard, is defined as:

⮚ A planned effort...
⮚ Organization-wide...
⮚ Managed from the top...
⮚ To increase organization effectiveness and health...
⮚ Through planned interventions in the organization's 'processes', using
behavioural science knowledge.

According to Warren Bennis, organization development (OD) is a complex

strategy intended to change the beliefs, attitudes, values, and structure of organizations
so that they can better adapt to new technologies, markets, and challenges.

Warner Burke emphasizes that OD is not just "anything done to better an

organization"; it is a particular kind of change process designed to bring about a
particular kind of end result. OD involves organizational reflection, system
improvement, planning, and self-analysis.

The term "Organization Development" is often used interchangeably with

Organizational effectiveness, especially when used as the name of a department or a
part of the Human Resources function within an organization.

8
Definition

At the core of OD is the concept of an organization, defined as two or more

people working together toward one or more shared goals. Development in this context
is the notion that an organization may become more effective over time at achieving its
goals.

"OD is a long range effort to improve organization's problem solving and

renewal processes, particularly through more effective and collaborative management
of organization culture-with specific emphasis on the culture of formal work teams-
with the assistance of a change agent or catalyst and the use of the theory and
technology of applied behavioural science including action research"

History

Kurt Lewin (1898 - 1947) is widely recognized as the founding father of OD,
although he died before the concept became current in the mid-1950s. From Lewin
came the ideas of group dynamics, and action research which underpin the basic OD
process as well as providing its collaborative consultant/client ethos. Institutionally,
Lewin founded the Research Centre for Group Dynamics at MIT, which moved to
Michigan after his death. RCGD colleagues were among those who founded the
National Training Laboratories (NTL), from which the T-group and group-based OD
emerged. In the UK, working as close as was possible with Lewin and his colleagues,
the Tavistock Institute of Human Relations was important in developing systems
theories. Important too was the joint TIHR journal Human Relations, although
nowadays the Journal of Applied Behavioural Sciences is seen as the leading OD
journal.

9
OD topics

⮚ Action research
⮚ Appreciative Inquiry
⮚ Chaos Theory in Organizational Development
⮚ Collaboration
⮚ Diversity management
⮚ Employee research
⮚ Group process
⮚ Knowledge management
⮚ Leadership development
⮚ Managing change
⮚ Meetings
⮚ Organizational communication
⮚ Organizational culture
⮚ Organizational diagnostics
⮚ Organizational engineering
⮚ Organizational learning
⮚ Organizational performance
⮚ Performance improvement
⮚ Process improvement
⮚ Quality
⮚ Social networks
⮚ Strategic planning
⮚ Succession planning
⮚ Systems intelligence
⮚ Systems thinking
⮚ Team building
⮚ T-groups

10
NEED OF THE STUDY

It is responsibility if manager to make employs look for better ways of during their jobs
in Kotak Mahindra Group.

To study the awareness level of the employees and need for change management in
Kotak Mahindra Group.

To study the level of change techniques followed by the management.

To know the existing relationship between the employer and management.

To suggest the stages of implementations of change management techniques in Kotak

Mahindra Group.

11
 SCOPE OF THE STUDY

The scope of the study is confined to the develop management with reference to
Kotak investment solution, Hyderabad.

⮚ Origin and history of organization development.

⮚ Need for the organization development.
⮚ Development in organization.
⮚ Organization development for individual firms.
⮚ Organization development levels and process.
⮚ Resistance to change
⮚ Organization development in financial institutions.
⮚ Organization development in unicorn investment solutions.

12
OBJECTIVE OF THE STUDY

⮚ To study the change management programmed being followed in various

economics.
⮚ To find of the employees awareness on the organization development that are
anticipated in Kotak Mahindra Group.
⮚ To find out what and how people accept and adopt organization development
at work place.
⮚ To determine the techniques affecting change.
⮚ To suggest strategies that will increase employees changing behaviour.

13
RESEARCH METHODOLOGY

The basic idea sampling is that by selection some of the elements in a population
we may draw conclusion about the entire population. For any systematic inquiry
application of appropriate methods and scientific bent of mind are sinequanon. This has
an important bearing on the collection of reliable data of the present study is to acquire
an intensive option about the organization development in Kotak investment solution
private limited.

Sampling design:
Sample population:
Sample population for this is all employees working (60 members) in Kotak
investment solution in Hyderabad branches.

Sample size:
In this project sample size is which include staff of company.

Sampling technique: in this study non-probability convenient sampling was taken as

the sampling technique. As the sample unit of the organization has been taken.

Sampling tools:

The study has been carried out by using structured questionnaire is prepared by
negotiating with the guide.

Data collection:

The data used for analysis and interpretation form annual reports of the company
that is secondary forms of data.

The project is presented by using table’s graphs and with their interpretations. No
survey is undertaken or observation study is conducted in evaluating ‘Fixed assets’
performance of Kotak.

14
LIMITATION OF THE STUDY

⮚ The study period of 45 days as prescribed by university

⮚ The study is limited unto the date and information provided by Kotak
company and its annual reports
⮚ The report will not provide exact change development status and position
in Kotak investment Solution Company; it may vary from time to time and
situation to situation.
⮚ This report is not helpful in investing in Kotak either through
disinvestments or capital market.

15
 CHAPTER-II
REVIEW OF LITERATURE

16
 REVIEW OF LITERATURE

ORGANIZATIONAL ARCHITECTURE

The architecture of an organization provides the framework through which

an organization aims to realize its core qualities as specified in its vision statement. It
provides the infrastructure into which business processes are deployed and ensures that
the organization's core qualities are realized across the business processes deployed
within the organization. In this way organizations aim to consistently realize their core
qualities across the services they offer to their clients.

According to most authors organizational architecture is a metaphor, like

traditional architecture it shapes the organizational (some authors would say the
informational) space where life will take place. It also represents a concept which
implies a connection between the organizational structures with other systems inside
the organization in order to create a unique synergistic system which will be more than
just the sum of its parts.

Simplified scheme of organizational architecture

Conventionally organizational architecture consists of the formal

organization (organizational structure), informal organization (organizational culture),
business processes, strategy and the most important human resources because what is
an organization if not a system of people. The table shows some approaches to
organizational architecture.

17
Nadler & Merron Galbraith Henning Churchill Corporate
Tushman (1995) (1995) (1997) (1997) Transitions
(1997) International
(2004)
Vision, Strategy The role of Strategy
strategic goals the
and strategic organizati
management on
Informal Organizationa Reward Reward Organization Organizational
organizati l culture systems systems al culture culture
on
Formal Organizationa Organization Groupings Organization Organizational
organizati l structure al structure al structure structure
on
Business Processes Business
processes and lateral processes
links and work
design
Human Human Human Communicatio
resources resources resource n
development

The goal of organizational architecture is to create an organization which will

be able to continuously create value for present and future customers, optimizing and
organizing itself. Some under organizational architecture understand building blocks
which are mandatory for the growth of the organization. To design an organization
means to set up a stage where the drama of life will take place.

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Organizational learning

Organizational learning is an area of knowledge within organizational theory

that studies models and theories about the way an organization learns and adapts.
In Organizational development (OD), learning is a characteristic of an adaptive
organization, i.e., an organization that is able to sense changes in signals from its
environment (both internal and external) and adapt accordingly. OD specialists
endeavour to assist their clients to learn from experience and incorporate the learning
as feedback into the planning process.
How organizations learn
Several models have been proposed that facilitate understanding of
organizational learning:
⮚ Argyris and Schon (1978) distinguish between single-loop and double-loop
learning, related to Gregory Bateson's concepts of first and second order
learning. In single-loop learning, individuals, groups or organizations
modify their actions according to the difference between expected and
obtained outcomes. In double-loop learning, the entities (individuals, groups
or organization) question the values, assumptions and policies that led to the
actions in the first place; if they are able to view and modify those, then
second-order or double-loop learning has taken place. Double loop learning
is the learning about single-loop learning.
⮚ March and Olsen (1975) attempt to link up individual and organizational
learning. In their model, individual beliefs lead to individual action, which
in turn may lead to an organizational action and a response from the
environment which may induce improved individual beliefs and the cycle
then repeats over and over. Learning occurs as better beliefs produce better
actions.
⮚ Kim (1993), as well, in an article titled "The link between individual and
organizational learning", integrates Argyris, March and Olsen and another
model by Kofman into a single comprehensive model; further, he analyses
all the possible breakdowns in the information flows in the model, leading
to failures in organizational learning; for instance, what happens if an

19
 individual action is rejected by the organization for political or other reasons
and therefore no organizational action takes place?
⮚ Nonaka and Takeuchi (1995) developed a four stage spiral model of
organizational learning. They started by differentiating Polanyi's concept of
"tacit knowledge" from "explicit knowledge" and describe a process of
alternating between the two. Tacit knowledge is personal, context specific,
subjective knowledge, whereas explicit knowledge is codified, systematic,
formal, and easy to communicate. The tacit knowledge of key personnel
within the organization can be made explicit, codified in manuals, and
incorporated into new products and processes. This process they called
"externalization". The reverse process (from explicit to implicit) they call
"internalization" because it involves employees internalizing an
organization's formal rules, procedures, and other forms of explicit
knowledge. They also use the term "socialization" to denote the sharing of
tacit knowledge, and the term "combination" to denote the dissemination of
codified knowledge. According to this model, knowledge creation and
organizational learning take a path of socialization, externalization,
combination, internalization, socialization, externalization, combination . . .
etc. in an infinite spiral.
⮚ Nick Bontis et al. (2002) empirically tested a model of organizational
learning that encompassed both stocks and flows of knowledge across three
levels of analysis: individual, team and organization. Results showed a
negative and statistically significant relationship between the misalignment
of stocks and flows and organizational performance.
⮚ Flood (1999) discusses the concept of organizational learning with Peter
Senge and the origins of the theory from Argyris and Schon. The author
aims to "re-think" Senge's The Fifth Discipline through systems theory.
Where Senge's work has been critiqued as a sort of an organizational guru's
self-help book, the author illustrates how advanced the concepts are by
integrating them with key theorists such as Bertalanffy. Conceptualizing
organizational learning in terms of structure, process, meaning, ideology
and knowledge, theory development with the philosophy of science would

20
 further the discussion of how the theorists have been influenced by
twentieth-century advances from the classical assumptions of science.

Organizational knowledge

What is the nature of knowledge created, traded and used in organizations?

Some of this knowledge can be termed technical – knowing the meaning of technical
words and phrases, being able to read and make sense of economic data and being able
to act on the basis of law-like generalizations. Scientific knowledge is ‘propositional’;
it takes the form of generalizations – whenever A, then B. For example, whenever water
reaches the temperature of 100 degrees, it boils; whenever it boils, it turns into steam;
steam generates pressure when in an enclosed space; pressure drives engines. And so
forth.

A large part of the knowledge used by managers, however, does not assume this
a form. The complexities of a manager’s task are such that applying A may result in B,
C, or Z. A recipe or an idea that solved very well a particular problem, may, in slightly
different circumstances backfire and lead to ever more problems. More important than
knowing a whole lot of theories, recipes and solutions for a manager is to know which
theory, recipe or solution to apply in a specific situation. Sometimes a manager may
combine two different recipes or adapt an existing recipe with some important
modification to meet a situation at hand.

Managers often use knowledge in the way that a handyman will use his or her
skills, the materials and tools that are at hand to meet the demands of a particular
situation. Unlike an engineer who will plan carefully and scientifically his or her every
action to deliver the desired outcome, such as a steam engine, a handyman is flexible
and opportunistic, often using materials in unorthodox or unusual ways, and relies a lot
on trial and error. This is what the French call ‘bricolage’, the resourceful and creative
deployment skills and materials to meet each challenge in an original way. Rule of
thumb, far from being the enemy of management, is what managers throughout the
world have relied upon to inform their action.

In contrast to the scientific knowledge that guides the engineer, the physician or
the chemist, managers are often informed by a different type of know-how. This is
21
sometimes referred to a ‘narrative knowledge’ or ‘experiential knowledge’, the kind of
knowledge that comes from experience and resides in stories and narratives of how real
people in the real world dealt with real life problems, successfully or unsuccessfully.

Narrative knowledge is what we use in everyday life to deal with awkward

situations, as parents, as consumers, as patients and so forth. We seek the stories of
people in the same situation as ourselves and try to learn from them. As the Chinese
proverb says "A wise man learns from experience; a wiser man learns from the
experience of others."

Narrative knowledge usually takes the form of organization stories (see

organization story and organizational storytelling). These stories enable participants to
make sense of the difficulties and challenges they face; by listening to stories, members
of organizations learn from each other's experiences, adapt the recipes used by others
to address their own difficulties and problems. Narrative knowledge is not only the
preserve of managers. Most professionals (including doctors, accountants, lawyers,
business consultants and academics) rely on narrative knowledge, in addition to their
specialist technical knowledge, when dealing with concrete situations as part of their
work. More generally, narrative knowledge represents an endlessly mutating reservoir
of ideas, recipes and stories that are traded mostly by word of mouth on the internet.
They are often apocryphal and may be inaccurate or untrue - yet, they have the power
to influence people's sense making and actions.

Individual vs. Organizational Learning

Learning by individuals in an organizational context is a well understood

process. This is the traditional domain of human resources, including activities such as:
training, increasing skills, work experience, and formal education. Given that the
success of any organization is founded on the knowledge of the people who work for
it, these activities will and, indeed, must continue. However, individual learning is only
a prerequisite to organizational learning.

22
 Others take it farther with continuous learning. The world is orders of magnitude
more dynamic than that of our parents, or even when we were young. Waves of change
are crashing on us virtually one on top of another. Change has become the norm rather
than the exception. Continuous learning throughout one’s career has become essential
to remain relevant in the workplace. Again, necessary but not sufficient to describe
organizational learning.

What does it mean to say that an organization learns? Simply summing

individual learning is inadequate to model organizational learning. The following
definition outlines the essential difference between the two: A learning organization
actively creates, captures, transfers, and mobilizes knowledge to enable it to adapt
to a changing environment. Thus, the key aspect of organizational learning is the
interaction that takes place among individuals.

A learning organization does not rely on passive or ad hoc process in the hope
that organizational learning will take place through serendipity or as a by-product of
normal work. A learning organization actively promotes, facilitates, and rewards
collective learning.

Creating (or acquiring) knowledge can be an individual or group activity.

However, this is normally a small-scale, isolated activity steeped in the jargon and
methods of knowledge workers. As first stated by Lucilius in the 1st century BC,
“Knowledge is not knowledge until someone else knows that one knows.”

Capturing individual learning is the first step to making it useful to an

organization. There are many methods for capturing knowledge and experience, such
as publications, activity reports, lessons learned, interviews, and presentations.
Capturing includes organizing knowledge in ways that people can find it; multiple
structures facilitate searches regardless of the user’s perspective (e.g., who, what, when,
where, why, and how). Capturing also includes storage in repositories, databases, or
libraries to insure that the knowledge will be available when and as needed.

Transferring knowledge requires that it be accessible to everyone when and

where they need it. In a digital world, this involves browser-activated search engines to
find what one is looking for. A way to retrieve content is also needed, which requires a
23
communication and network infrastructure. Tacit knowledge may be shared through
communities of practice or consulting experts. It is also important that knowledge is
presented in a way that users can understand it. It must suit the needs of the user to be
accepted and internalized.

Mobilizing knowledge involves integrating and using relevant knowledge from

many, often diverse, sources to solve a problem or address an issue. Integration requires
interoperability standards among various repositories. Using knowledge may be
through simple reuse of existing solutions that have worked previously. It may also
come through adapting old solutions to new problems. Conversely, a learning
organization learns from mistakes or recognizes when old solutions no longer apply.
Use may also be through synthesis; that is creating a broader meaning or a deeper level
of understanding. Clearly, the more rapidly knowledge can be mobilized and used, the
more competitive an organization.

An organization must learn so that it can adapt to a changing environment.

Historically, the life-cycle of organizations typically spanned stable environments
between major socioeconomic changes. Blacksmiths who didn’t become mechanics
simply fell by the wayside. More recently, many fortune 500 companies of two decades
ago no longer exist. Given the ever-accelerating rate of global-scale change, the more
critical learning and adaptation become too organization relevance, success, and
ultimate survival.

Organizational learning is a social process, involving interactions among many

individuals leading to well-informed decision making. Thus, a culture that learns and
adapts as part of everyday working practices is essential. Reuse must equal or exceed
reinvent as a desirable behaviour. Adapting an idea must be rewarded along with its
initial creation. Sharing to empower the organization must supersede controlling to
empower an individual.

Clearly, shifting from individual to organizational learning involves a non-

linear transformation. Once someone learns something, it is available for their
immediate use. In contrast, organizations need to create, capture, transfer, and mobilize
knowledge before it can be used. Although technology supports the latter, these are

24
primarily social processes within a cultural environment, and cultural change, however
necessary, is a particularly challenging undertaking.

Learning organization

The work in Organizational Learning can be distinguished from the work on a

related concept, the learning organization. This later body of work, in general, uses the
theoretical findings of organizational learning (and other research in organizational
development, system theory, and cognitive science) in order to prescribe specific
recommendations about how to create organizations that continuously and effectively
learn. This practical approach was championed by Peter Senge in his book The Fifth
Discipline.

Diffusion of innovations

Diffusion of innovations theory explores how and why people adopt new ideas,
practices and products. It may be seen as a subset of the anthropological concept of
diffusion and can help to explain how ideas are spread by individuals, social networks
and organizations.

Organizational culture

Organizational culture, or corporate culture, comprises the attitudes,

experiences, beliefs and values of an organization.

It has been defined as "the specific collection of values and norms that are
shared by people and groups in an organization and that control the way they interact
with each other and with stakeholders outside the organization. Organizational values
are beliefs and ideas about what kinds of goals members of an organization should
pursue and ideas about the appropriate kinds or standards of behaviour organizational
members should use to achieve these goals. From organizational values develop
organizational norms, guidelines or expectations that prescribe appropriate kinds of
behaviour by employees in particular situations and control the behaviour of
organizational members towards one another." (Hill & Jones, 2001)

25
 Senior management may try to determine a corporate culture. They may wish
to impose corporate values and standards of behaviour that specifically reflect the
objectives of the organization. In addition, there will also be an extant internal culture
within the workforce.

Work-groups within the organization have their own behavioural quirks and
interactions which, to an extent, affect the whole system. Task culture can be imported.
For example, computer technicians will have expertise, language and behaviours gained
independently of the organization, but their presence can influence the culture of the
organization as a whole.

Strong/Weak cultures

Strong culture is said to exist where staff respond to stimulus because of their
alignment to organizational values.

Conversely, there is weak culture where there is little alignment with

organizational values and control must be exercised through extensive procedures and
bureaucracy.

Where culture is strong—people do things because they believe it is the right

thing to do—there is a risk of another phenomenon, Groupthink. "Groupthink" was
described by Irving L. Janis. He defined it as "...a quick and easy way to refer to a mode
of thinking that people engage when they are deeply involved in a cohesive in-group,
when members' strivings for unanimity override their motivation to realistically
appraise alternatives of action." This is a state where people, even if they have different
ideas, do not challenge organizational thinking, and therefore there is a reduced
capacity for innovative thoughts. This could occur, for example, where there is heavy
reliance on a central charismatic figure in the organization, or where there is an
evangelical belief in the organization’s values, or also in groups where a friendly
climate is at the base of their identity (avoidance of conflict). In fact groupthink is very
common, it happens all the time, in almost every group. Members that are defiant are
often turned down or seen as a negative influence by the rest of the group, because they
bring conflict (conflicting ideas) and disturb the central culture. In cultural studies,
culture is seen as ethnocentric (Barone, J.T, Switzer, J.Y), or culturocentric, meaning
26
that we tend to think that our culture/subculture is the best. The stronger the culture, the
greater the risks of groupthink.

By contrast, bureaucratic organizations may miss opportunities for innovation,

through reliance on established procedures.

Innovative organizations need individuals who are prepared to challenge the

status quo—be it groupthink or bureaucracy, and also need procedures to implement
new ideas effectively.

Classifying organizational culture

Several methods have been used to classify organizational culture. Some are
described below:

Hofstede

Geert Hofstede demonstrated that there are national and regional cultural
groupings that affect the behaviour of organizations.

Hofstede identified five dimensions of culture in his study of national influences:

⮚ Power distance - The degree to which a society expects there to be

differences in the levels of power. A high score suggests that there is an
expectation that some individuals wield larger amounts of power than
others. A low score reflects the view that all people should have equal rights.
⮚ Uncertainty avoidance reflects the extent to which a society accepts
uncertainty and risk.
⮚ Individualism vs. collectivism - individualism is contrasted with
collectivism, and refers to the extent to which people are expected to stand
up for themselves, or alternatively act predominantly as a member of the
group or organization.
⮚ Masculinity vs. femininity - refers to the value placed on traditionally male
or female values. Male values for example include competitiveness,
assertiveness, ambition, and the accumulation of wealth and material
possessions.
27
 ⮚ Long vs. short term orientation - describes a society's "time horizon," or the
importance attached to the future versus the past and present. In long term
oriented societies, thrift and perseverance are valued more; in short term
oriented societies, respect for tradition and reciprocation of gifts and favours
are valued more. Eastern nations tend to score especially high here, with
Western nations scoring low and the less developed nations very low; China
scored highest and Pakistan lowest.

Deal and Kennedy

Deal and Kennedy defined organizational culture as the way things get done
around here. They measured organizations in respect of:

⮚ Feedback - quick feedback means an instant response. This could be in

monetary terms, but could also be seen in other ways, such as the impact of
a great save in a soccer match.
⮚ Risk - represents the degree of uncertainty in the organization’s activities.

Using these parameters, they were able to suggest four classifications of

organizational culture:

The Tough-Guy Macho Culture. Feedback is quick and the rewards are high. This
often applies to fast moving financial activities such as brokerage, but could also apply
to a police force, or athletes competing in team sports. This can be a very stressful
culture in which to operate.

The Work Hard/Play Hard Culture is characterized by few risks being taken, all with
rapid feedback. This is typical in large organizations, which strive for high quality
customer service. It is often characterized by team meetings, jargon and buzzwords.

The Bet your Company Culture, where big stakes decisions are taken, but it may be
years before the results are known. Typically, these might involve development or
exploration projects, which take years to come to fruition, such as oil prospecting or
military aviation.

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The Process Culture occurs in organizations where there is little or no feedback.
People become bogged down with how things are done not with what is to be achieved.
This is often associated with bureaucracies. While it is easy to criticize these cultures
for being overly cautious or bogged down in red tape, they do produce consistent
results, which is ideal in, for example, public services.

Charles Handy

Charles Handy (1985) popularized a method of looking at culture which some

scholars have used to link organizational structure to Organizational Culture. He
describes:

⮚ A Power Culture which concentrates power among a few. Control radiates

from the centre like a web. Power Cultures have few rules and little
bureaucracy; swift decisions can ensue.
⮚ In a Role Culture, people have clearly delegated authorities within a highly
defined structure. Typically, these organizations form hierarchical
bureaucracies. Power derives from a person's position and little scope exists
for expert power.
⮚ By contrast, in a Task Culture, teams are formed to solve particular
problems. Power derives from expertise as long as a team requires expertise.
These cultures often feature the multiple reporting lines of a matrix
structure.
⮚ A Person Culture exists where all individuals believe themselves superior
to the organization. Survival can become difficult for such organizations,
since the concept of an organization suggests that a group of like-minded
individuals pursue the organizational goals. Some professional partnerships
can operate as person cultures, because each partner brings a particular
expertise and clientele to the firm.

Edgar Schein

Edgar Schein, and MIT Sloan School of Management professor, defines

organizational culture as "the residue of success" within an organization. According to
Schein, culture is the most difficult organizational attribute to change, outlasting
29
organizational products, services, founders and leadership and all other physical
attributes of the organization. His organizational model illuminates culture from the
standpoint of the observer, described by three cognitive levels of organizational culture.

At the first and most cursory level of Schein's model is organizational attributes
that can be seen, felt and heard by the uninitiated observer. Included are the facilities,
offices, furnishings, visible awards and recognition, the way that its members dress, and
how each person visibly interacts with each other and with organizational outsiders.

The next level deals with the professed culture of an organization's members.
At this level, company slogans, mission statements and other operational creeds are
often expressed, and local and personal values are widely expressed within the
organization. Organizational behaviour at this level usually can be studied by
interviewing the organization's membership and using questionnaires to gather attitudes
about organizational membership.

At the third and deepest level, the organization's tacit assumptions are found.
These are the elements of culture that are unseen and not cognitively identified in
everyday interactions between organizational members. Additionally, these are the
elements of culture which are often taboo to discuss inside the organization. Many of
these 'unspoken rules' exist without the conscious knowledge of the membership. Those
with sufficient experience to understand this deepest level of organizational culture
usually become acclimatized to its attributes over time, thus reinforcing the invisibility
of their existence.

Surveys and casual interviews with organizational members cannot draw out
these attributes--rather much more in-depth means is required to first identify then
understand organizational culture at this level. Notably, culture at this level is the
underlying and driving element often missed by organizational behaviourists.

Using Schein's model, understanding paradoxical organizational behaviours

becomes more apparent. For instance, an organization can profess highly aesthetic and
moral standards at the second level of Schein's model while simultaneously displaying
curiously opposing behaviour at the third and deepest level of culture. Superficially,
organizational rewards can imply one organizational norm but at the deepest level
30
imply something completely different. This insight offers an understanding of the
difficulty that organizational newcomers have in assimilating organizational culture and
why it takes time to become acclimatized. It also explains why organizational change
agents usually fail to achieve their goals: underlying tacit cultural norms are generally
not understood before would-be change agents begin their actions. Merely
understanding culture at the deepest level may be insufficient to institute cultural
change because the dynamics of interpersonal relationships (often under threatening
conditions) are added to the dynamics of organizational culture while attempts are made
to institute desired change.

Elements of culture

G. Johnson described a cultural web, identifying a number of elements that can

be used to describe or influence Organizational Culture:

⮚ The Paradigm: What the organization is about; what it does; its mission;
its values.
⮚ Control Systems: The processes in place to monitor what is going on. Role
cultures would have vast rulebooks. There would be more reliance on
individualism in a power culture.
⮚ Organizational Structures: Reporting lines, hierarchies, and the way that
work flows through the business.
⮚ Power Structures: Who makes the decisions, how widely spread is power,
and on what is power based?
⮚ Symbols: These include organizational logos and designs, but also extend
to symbols of power such as parking spaces and executive washrooms.
⮚ Rituals and Routines: Management meetings, board reports and so on may
become more habitual than necessary.
⮚ Stories and Myths: build up about people and events, and convey a
message about what is valued within the organization.

These elements may overlap. Power structures may depend on control systems,
which may exploit the very rituals that generate stories which may not be true.

Entrepreneurial Organizational Culture

31
 Stephen McGuire defined and validated a model of organizational culture that
predicts revenue from new sources. An Entrepreneurial Organizational Culture (EOC)
is a system of shared values, beliefs and norms of members of an organization,
including valuing creativity and tolerance of creative people, believing that innovating
and seizing market opportunities are appropriate behaviours to deal with problems of
survival and prosperity, environmental uncertainty, and competitors’ threats, and
expecting organizational members to behave accordingly. The next level deals with the
professed culture of an organization's members. At this level, company slogans, mission
statements and other operational creeds are often expressed, and local and personal
values are widely expressed within the organization. Organizational behaviour at this
level usually can be studied by interviewing the organization's membership and using
questionnaires to gather attitudes about organizational membership.

Critical Views on Organizational Culture

Writers from Critical management studies have tended to express scepticism

about the functionalist and unitarist views of culture put forward by mainstream
management thinkers. Whilst not necessarily denying that organizations are cultural
phenomena, they would stress the ways in which cultural assumptions can stifle dissent
and reproduce management propaganda and ideology. After all, it would be naive to
believe that a single culture exists in all organizations, or that cultural engineering will
reflect the interests of all stakeholders within an organization. In any case, Parker
(2000) has suggested that many of the assumptions of those putting forward theories of
organizational culture are not new. They reflect a long-standing tension between
cultural and structural (or informal and formal) versions of what organizations are.
Further, it is perfectly reasonable to suggest that complex organizations might have
many cultures, and that such sub-cultures might overlap and contradict each other. The
neat typologies of cultural forms found in textbooks rarely acknowledge such
complexities, or the various economic contradictions that exist in capitalist
organizations.

One of the strongest and widely recognised criticisms of theories that attempt
to categorise or 'pigeonhole' organisational culture is that put forward by Linda
Smircich. She uses the metaphor of a plant root to represent culture, describing that it

32
drives organisations rather than vice versa. Organisations are the product of
organisational culture, we are unaware of how it shapes behaviour and interaction (also
recognised through Scheins (2002) underlying assumptions) and so how can we
categorise it and define what it is?

Measurement of Organizational Culture

Despite the evidence suggesting their potential usefulness, organisational

climate metrics have not been fully exploited as leading safety, health and
environmental performance indicators and as an aid to relative risk ranking. Dodsworth
et al are the first researchers to have successfully used PLS modelling techniques to
correlate organizational climate metrics with an organisation’s safety performance.
Further information regarding this research can be obtained from the following link
Dodsworth's Homepage

In the context of effectiveness, the repertory grid interview can be used to

capture a representation of an organisation's culture or corporate culture - the
organisations construct system. The repertory grid interview process provides a
structured way of comparing effective and less effective performance and capturing it
in the interviewee's words without imposing someone else's model or way of thinking

Succession Planning

In organizational development, succession planning is the process of

identifying and preparing suitable employees through mentoring, training and job
rotation, to replace key players — such as the chief executive officer (CEO) — within
an organization as their terms expire. From the risk management aspect, provisions are
made in case no suitable internal candidates are available to replace the loss of any key
person. It is usual for an organization to insure the key person so that funds are available
if she or he dies and these funds can be used by the business to cope with the problems
before a suitable replacement is found or developed.

33
 Succession Planning involves having senior executives periodically review their
top executives and those in the next-lower level to determine several backups for each
senior position. This is important because it often takes years of grooming to develop
effective senior managers. There is a critical shortage in companies of middle and top
leaders for the next five years. Organizations will need to create pools of candidates
with high leadership potential.

A recent example of sound succession planning is the case of how General

Electric found a successor to its CEO Jack Welch. The Board of Directors engaged in
a lengthy and systematic review of the potential successors prior to his retirement.

With the Sarbanes-Oxley Act of 2002, succession planning in the United States has
risen in importance as a corporate governance issue.

A careful and considered plan of action ensures the least possible disruption to
the person’s responsibilities and therefore the organization’s effectiveness. Examples
include such a person who is:

⮚ suddenly and unexpectedly unable or unwilling to continue their role within

the organization;
⮚ accepting an approach from another organization or external opportunity
which will terminate or lessen their value to the current organization;
⮚ indicating the conclusion of a contract or time-limited project; or
⮚ Moving to another position and different set of responsibilities within the
organization.

A succession plan clearly sets out the factors to be taken into account and the
process to be followed in relation to retaining or replacing the person.

Organizational Engineering

Organizational Engineering is a form of Organizational Development created

by Gary Salton of Professional Communications, Inc. While traditional organizational
development is based on psychology and sociology theories, organizational engineering
aims to take a formula based approach in which people can be plugged into an

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organizational environment equation and the outcome is predicted. Thus engineering
organizational development. Like organizational development the focus is to increase
efficiency, effectiveness, communication and coordination in groups of all kinds.

The information derived from organizational engineering testing is often used

to place people into groups based on their relationships for optimal compatibility
without trying to change individuals.

The range of Organizational Engineering (OE) is from the individual level

(puberty and older) to culture (shared values, beliefs and behaviours). It provides a
means to understand, measure, predict and guide human behaviour both individually
and in groups. The end objective of the discipline is to produce visible, positive results
of significant consequence and magnitude within a time frame that is useful to the entity
being addressed.

OE uses human information processing at an individual level. Sociology is the

tool of choice at the group level. The methods, tools and processes employed have been
documented in the books Organizational Engineering (Salton, 1996) and the Managers'
Guide to Organizational Engineering (Salton, 2000). The instrumentation has been
validated across all eight validity dimensions in the book Validation of Organizational
Engineering (Soltysik, 2000). These books are available from Professional
Communications Inc. Recent discoveries, additions and enhancements are published in
the Journal of Organizational Engineering (JOE) and are incorporated in the seminars
Dr. Salton periodically holds in Ann Arbor, MI.

Tools

Organizational Engineering is considered to be a knowledge base of how people

act and why. Developed to compliment the knowledge obtained through organizational
engineering research, "I Opt" measures the characteristics of an individual so that one
can draw conclusions based on the orga

35
TEAM BUILDING

Need for team building

Modern society and culture continues to become more fluid and dynamic.
Factors contributing to this include the communications revolution, the global market
and the ever-increasing specialization and division of labour. The net effect is that
individuals are now required to work with many different groups of people in their
professional as well as personal lives. Joining a new group and immediately being
expected to get along with them is somewhat unnatural. People have had to develop
methods to help people adapt to the new requirements.

All kinds of companies face the same difficulties. As yet there is no generally
agreed solution to the problem - it may not even be possible given the thousands of
years of cultural evolution that brought us to our present behaviour patterns.

Team building ingredients

Ingredients seen as important to the successful set-up and launch of such team
efforts include:

⮚ Selection of participants
⮚ Establishing goals
⮚ Allocation of roles within the team
⮚ Harmonizing personality types
⮚ Training on how to work together
⮚ Support within the team
⮚ Making effective use of resources
⮚ Communication between team members and leaders

There have been no empirical studies that have been tested in annoy the
assumptions made by the following group theorists.

36
Selection of participants

The first important ingredient for team building is selecting of participants to be

in the activity. The team leader usually looks for specific things in his or her members
in order to ensure success in the project. It is very important to have members that have
confidence and are able to build trust among the other participants.

A participant must also break out of his or her shell and become a leader. Most
importantly, the participant must have a positive attitude at all times (LaFasto 3).
Sometimes it is helpful to have an assessment each member has to fill out at the end of
a team building experience to help in selecting participants in the future.

The authors of When Teams Work Best collected 15,000 assessments that team
members had to fill out about their fellow teammates. In the assessment there were only
two questions asked: (1) what strengths does this person bring to the team?

(2) What might this individual do to contribute more effectively to the team’s success?

The assessment revealed six factors to help distinguish between the effective
and ineffective team members. The factors fell into two groups: working knowledge
and teamwork.

“Working knowledge consists of two factors: experience and problem-solving

ability. Teamwork consists of four factors: openness, supportiveness, action
orientation, and personal style”. If each member has these qualities, the outcome of the
team building activity will likely be successful.

Establishing goals within the team is essential in team building. It is important

for the team leader to establish goals early so the members understand their purpose for
participating. If the goals are clarified, the participants are motivated to excel in the
activities and develop trust among their leader.

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Balancing skill sets

When creating a team building activity, it is important to have balanced skill

sets. One way to achieve this is by having experts in different fields. If some members
provide their technical skills, and other members provide their theoretical skills, the
outcome of the project will likely be successful.

For example, individuals that are knowledgeable about the course materials are
confused about the technology part of it. On the other hand, individuals may feel that
the technical side of the problem is more comprehensible than the theoretical side of it.

By combining both types’ strengths, the team can come up with a solution that
benefits everyone. Balancing skill sets can be one of the most challenging things to
achieve, but it is very important to do to ensure the success of ones’ team.

Allocation of roles within the team

Assigning roles to team members help them to know their place on the team.
Each member should be assigned a role that is clearly defined and relates to his or her
personality.

Advantages of defining roles among team members are that it makes

assignments more straightforward, helps to understand the decision-making process,
and assures the task will be completed.

In most undergraduate projects there are three roles: project leader, chief
architect, and documentation leader. It is important to clarify each of these roles at the
very first meeting so members know exactly what they have to do.

Making a list of everyone’s skill sets, preference, work experience, courses

taken, and interests would help in assigning the roles. From this list it should be
determined who is best suited for what role. If there is conflict in the process, team
members can always share the responsibilities. Otherwise the leader can perform a
quick lottery to decide who gets what role.

38
 However, participants may not have an interest in the role that they were
unwillingly assigned to. A serious problem that may occur is that a specific role may
have too little or too much work, which may cause resentment between the members.
Productivity may also be lost.

A team must always be ready to adjust to their new roles and be prepared if
assigned to a new one. Members must be willing to move beyond their roles and help
others in order to practice good teamwork and to get the job done (Mallet 5).

Harmonizing personality

The personality of a team leader plays a big factor on how the team performs.
A leader must understand the kind of personality they need to have in order to gain the
respect from his or her members. Many studies have been made to see if personality
effects working environments.

For example, V.J. Bentz (1985) conducted a study of ineffective managers at

the department store Sears. In his studies he found that almost all of the managers had
a “personality defect” of some sort.

Lesley and Van Velsor (1996) also conducted studies that ultimately found
four personality traits of ineffective managers. The four traits were poor interpersonal
skills (being insensitive, arrogant, cold, aloof, overly ambitious), unable to get work
done (betraying trust, not following through, overly ambitious), unable to build a team,
and unable to make the transition after promotion.

The personality traits that these managers portrayed were proven to negatively
affect the working environment. It is imperative for leaders to have a positive and
effective personality to gain respect among their organization and members.

Training on how to work together

A team must know how to work together in order to be productive and

successful. If a team can work together, they will be able to raise and resolve issues that
are standing in the way of accomplishing a goal.

39
 Working together may not come easy at first, but with proper training the team
will be able to adapt quickly. The training may include the instruction on how to
communicate better, manage conflict, or understand the skills and talents that everyone
brings to the table.

A full assessment of the team’s need is recommended before the training

(Bubshait). To encourage team members to work together, many companies provide
workshops in communication skills, meetings management, listening, assertiveness,
conflict resolution, goal setting, and other topics that help in being an effective team
player.

If people are working together effectively rather than working by themselves, a

lot more work will be accomplished.

Support within the team

Another important ingredient for team building is supportiveness.

Supportiveness is the aspiration to help others succeed. “Someone who shows
supportiveness is dedicated to the team’s success and wants what’s best for the team,
works behind the scenes to aid the team, willing to pitch in whenever necessary, always
willing to help out, willing to take on more responsibility, very easy to work with, and
listens well to others’ ideas” .

Recently, M. West, author of Effective Teamwork, introduced a

comprehensive model of team support. In the model he concluded that team support is
a multidimensional concept that includes four types.

The four types are

⮚ emotional support,
⮚ informational support,
⮚ instrumental support, and
⮚ Appraisal support.

Someone who provides a shoulder to cry on, encouraging words, and is

sympathetic of others’ pain is said to be a team emotional support.
40
 A person that provides team informational support exchanges necessary
information about a certain thing to their peers. The person who is actually “doing the
support” provides team instrumental support.

The last type is appraisal support. This type is the help individual team members
can provide to aid in making sense of a particular problem (Somech).

Team building will be successful if the team members can cover each of these
types of team support.

Making effective use of resources

Effectively using resources is essential in the success of team building. In the

business-world companies are very serious on how they use their resources.

Many companies use team techniques in systems development to effectively use

their resources (Parker 9). “During group sessions, non-technical end users and
information systems staff meet on a common ground to hammer out systems solutions
that truly meet the needs of everyone---especially the needs of end-user management”.

To ensure system requirements are on target, companies like Cigna Company

in Philadelphia, CNA Insurance Company in Dearborn, Michigan, and Chase
Manhattan Bank in New York are all using group design techniques.

All of these companies believe in the same thing: effective goal setting,
listening, facilitation skills, consensus building, and a willingness to communicate.

These team techniques in systems development not only make effective use of
resources, but they also result in measurable benefits. Resources are essential to team
building and they must be used wisely and efficiently.

Communication between team members and leaders

When Teams Work Best, “the most important contribution a team leader can
make is to ensure a climate that enables team members to speak up and address the real
issues preventing the goal from being achieved.”

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 A leader with good communication skills must be able to speak the truth and
deal with problems openly. Their goal should be to promote listening, to understand
different viewpoints, and to work toward a resolution.

It is important for a team leader to make team members feel comfortable enough
to express their needs and their wants. Members want to feel that they know what is
going on at all time and are informed about things such as plans, priorities, and progress
the group is making.

Some ways to communicate is by email, online messengers, telephone, or face-

to-face methods. The most important part of communication is not so much the tools
you choose, but the dedication by each member of the team to use the chosen tools
regularly.

As team performance reflects on management, managers—and even coaches—

sometimes feel the need to take part in constructing and fostering teams.

As with many activities, the methodology and effectiveness of team building

programs can run a full gamut. For a notorious recent example of team building run
amok, see the case of Kamp Staaldraad in South Africa, 2003.

Team building in organizational development

The term ‘team building’ can refer generally to the selection and motivation of
teams, or more specifically to group self-assessment in the theory and practice of
organizational development.

When a team in an organizational development context embarks upon a process

of self-assessment in order to gauge its own effectiveness and thereby improve
performance, it can be argued that it is engaging in team building, although this may be
considered a narrow definition.

To assess itself, a team seeks feedback to find out both:

⮚ its current strengths as a team

⮚ its current weaknesses

42
 To improve its current performance, a team uses the feedback from the team
assessment in order to:

⮚ identify any gap between the desired state and the actual state
⮚ design a gap-closure strategy

As teams grow larger, the skills and methods managers must use to create or
maintain a spirit of teamwork change. The intimacy of a small group is lost, and the
opportunity for misinformation and disruptive rumours grows.

Managers find that communication methods that once worked well are
impractical with so many people to lead. In particular, leaders encounter difficulties
based on Dayglow’s Law of Team Dynamics: “Small teams are informed. Big teams
infer.”

Action research

Action research is research that each of us can do on our own practice, that
“we” (any team or family or informal community of practice) can do to improve its
practice, or that larger organizations or institutions can conduct on themselves, assisted
or guided by professional researchers, with the aim of improving their strategies,
practices, and knowledge of the environments within which they practice.

Kurt Lewin, then a professor at MIT, first coined the term “action research” in
about 1944, and it appears in his 1946 paper “Action Research and Minority Problems”.
In that paper, he described action research as “a comparative research on the conditions
and effects of various forms of social action and research leading to social action” that
uses “a spiral of steps, each of which is composed of a circle of planning, action, and
fact-finding about the result of the action”.

Action research is not only a research that describes how humans and
organizations behave in the outside world but also a change mechanism that helps
human and organizations reflect on and change their own systems (Reason & Bradbury,
2001). After six decades of action research development, many methodologies have
been evolved, ranging:

43
 ⮚ from those that are more driven by the researcher’s agenda to those more
driven by participants;
⮚ from those that are motivated primarily by instrumental goal attainment to
those motivated primarily by the aim of personal, organizational, or societal
transformation; and
⮚ From 1st-, to 2nd-, to 3rd-person research (i.e. my research on my own
action, aimed primarily at personal change; our research on our group
(family/team), aimed primarily at improving the group; and ‘scholarly’
research aimed primarily at theoretical generalization and/or large scale
change).

Action research can change the entire sense of social science, transforming it
from reflective knowledge about past social practices formulated by a priesthood of
experts (research PhDs) to an active moment-to-moment theorizing, data collecting,
and inquiring occurring in the midst of our ongoing lives. “Knowledge is always gained
through action and for action. From this starting point, to question the validity of social
knowledge is to question, not how to develop a reflective science about action, but how
to develop genuinely well-informed action—how to conduct an action science”
(Torbert 2001).

Five major action research theories are:

⮚ Chris Argyris's Action Science

⮚ John Heron and Peter Reason's Cooperative Inquiry]]
⮚ Paulo Freire's Participatory Action Research (PAR)
⮚ William Torbert’s Developmental Action Inquiry
⮚ Jack Whitehead's and Jean McNiff's Living Theory approach

Argyris’ action science invites individuals to study themselves in action with

others, and simultaneously attempts to contribute to and transform the practice of social
science itself. Therefore, it is primarily a 1st-person approach, learned in 2nd-person
settings, but with implications for 3rd-person social science theory and method that
Argyris (1970, 1980) has strongly articulated.

44
 Heron’s (1996)and Reason’s (1995) Cooperative Inquiry brings peers (e.g.
doctors, social workers, young women managers, men) together in self-study groups.
Thus, it is primarily a 2nd-person approach, though group participants are also
encouraged to try 1st-person action research outside the groups, and Reason has played
a central role in mounting a paradigm challenge to ‘naively objective’ modernist social
science.

The Participatory Action Research approach of Freire (1970) and others,

primarily in the southern hemisphere, concerns empowering the poorest and least
educated members of society for literacy, for land reform analyses, and for community.
Hence, this approach is primarily 3rd-person in the scope of its intended societal
transformations.

The Developmental Action Inquiry approach of Torbert & Associates (2004) attempts
to interweave individual, 1st-person self-study with face-to-face 2nd-person self-study
by teams and with 3rd-person institution-wide self-study.

In the Living Theory approach of Whitehead (1989) and Whitehead and McNiff
(2006) individuals generate explanations of their educational influences in their own
learning, in the learning of others and in the learning of social formations. They generate
the explanations from experiencing themselves as living contradictions in enquiries of
the kind, 'How do I improve what I am doing?' They use action reflection cycles of
expressing concerns, developing action plans, acting and gathering data, evaluating the
influences of action, modifying concerns, ideas and action in the light of the
evaluations. The explanations include life-affirming, energy-flowing values as
explanatory principles. Living Theories generated through this approach can be
accessed at www.actionresearch.net. A living theory approach with the above qualities
is distinguished from the living theories produced by practitioner-researchers because
of the uniqueness of each living theory generated by individuals.

Since action research is as much about creating a better life within more
effective and just social contexts as it is about knowledge-creating and discovering true
facts and theories, it should not be surprising that it has flourished in Latin America,
Northern Europe, India, and Australia as much or more than within university
scholarship in the US.
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 A powerful tool for modern action research uses video of communities by
communities, and variations on that theme. Surprisingly it started in 1967 by a
pioneering advocate Don Snowdon who changed the lives of Newfoundland's Fogo
islanders by filming them and their grievances and promulgating their distress to their
government. This methodology is now called Participatory Video (see external link).
Its chief power is that the video is edited by it participants.

Systems thinking
Systems thinking is an approach to analysis that is based on the belief that the
component parts of a system will act differently when isolated from its environment or
other parts of the system, and argues against Descartes's reductionist view. It includes
viewing systems in a holistic manner, rather than through purely reductionist
techniques.

Systems thinking is about gaining insights into the whole by understanding the
linkages and interactions between the elements that comprise the whole "system",
consistent with systems philosophy. It recognizes that all human activity systems are
open systems; therefore, they are affected by the environment in which they exist.

Systems thinking recognizes that in complex systems, events are separated by

distance and time; therefore, small catalytic events can cause large changes in the
system. It acknowledges that a change in one area of a system can adversely affect
another area of the system; thus, it promotes organizational communication at all levels
in order to avoid the silo effect.

Both systems thinkers and futurists consider that:

⮚ a "system" is a dynamic and complex whole, interacting as a structured

functional unit
⮚ information flows between the different elements that compose the system
⮚ a system is a community situated within an environment
⮚ information flows from and to the surrounding environment via semi-
permeable membranes or boundaries
⮚ systems are often composed of entities seeking equilibrium, but can exhibit
oscillating, chaotic, or exponential growth/decay behaviour
46
Why use systems thinking techniques?

Systems thinkers are particularly interested in studying systems because

changing a system frequently leads to counterintuitive system responses. For example
feedback loops may operate to either keep the organization in check or unbalance it.

Traditional decision making tends to involve linear cause and effect

relationships. By taking a systems approach, we can see the whole complex of
bidirectional interrelationships. Instead of analysing a problem in terms of an input and
an output, for example, we look at the whole system of inputs, processes, outputs,
feedback, and controls. This larger picture will typically provide more useful results
than traditional methods.

System thinking also helps us integrate the temporal dimension of any

decision. Instead of looking at discrete "snapshots" at points in time, a systems
methodology will allow us to see change as a continuous process.

Systems thinking is a world view based on the perspective of the systems

sciences, which seeks to understand interconnectedness, complexity and wholeness of
components of systems in specific relationship to each other.

Systems thinking is not only constructivist, rather systems thinking embraces

the values of reductionist science by understanding the parts, and the constructivist
perspectives which seek to understand wholes, and more so, the understanding of the
complex relationships that enable 'parts' to become 'wholes' as noted in the example
below.

What is a system?

A system is any set (group) of interdependent or temporally interacting parts.

Parts are generally systems themselves and are composed of other parts, just as systems
are generally parts or halons of other systems.

Systems thinking techniques may be used to study any kind of system -- natural,
scientific, human, or conceptual.

47
The Systems approach relies on two pillars:
⮚ "The Whole is more than the sum of the parts" - Aristotle Greek Philosopher
384BC-322BC.
⮚ The development ethic.
Examples
Systems thinking often involves considering a "system" in different ways:
Rather than trying to improve the braking system on a car by looking in great
detail at the composition of the brake pads (reductionist), the boundary of the braking
system may be extended to include not only the components of the car, but the driver,
the road and the weather, and considering the interactions between them.
Looking at something as a series of conceptual systems according to multiple
viewpoints. A supermarket could be considered as a "profit making system" from the
perspective of management, an "employment system" from the perspective of the staff,
and a "shopping system" -- or perhaps an "entertainment system" -- from the perspective
of the customers. As a result of such thinking, new insights may be gained into how the
supermarket works, why it has problems, or how changes made to one such system may
impact on the others.
Methods
Systems thinking uses a variety of techniques that may be divided into:
⮚ Hard systems - involving simulations, often using computers and the
techniques of operations research. Useful for problems that can justifiably
be quantified. However it cannot easily take into account unquantifiable
variables (opinions, culture, politics, etc.), and may treat people as being
passive, rather than having complex motivations.
⮚ Soft systems - Used to tackle systems that cannot easily be quantified,
especially those involving people holding multiple and conflicting frames
of reference. Useful for understanding motivations, viewpoints, and
interactions and addressing qualitative as well as quantitative dimensions of
problem situations. Soft systems are a field that utilizes foundation
methodological work developed by Peter Check land, Brian Wilson and
their colleagues at Lancaster University. Morphological analysis is a
complementary method for structuring and analysing non-quantifiable
problem complexes.
48
 ⮚ Evolutionary systems - the development of Evolutionary Systems Design
by Bela H. Banathy integrates critical systems inquiry with soft systems
methodologies to create a meta-methodology applicable to the design of
complex social systems. These systems, similar to dynamic systems are
understood as open, complex systems, but further accounts for their
potential capacity to evolve over time. Banathy uniquely integrated the
multidisciplinary perspectives of systems research (including chaos,
complexity, and cybernetics), cultural anthropology, evolutionary theory,
and others.

Applications

Systems thinking is increasingly being used to tackle a wide variety of subjects

in fields such as computing, engineering, epidemiology, information science, health,
manufacture, management, and the environment.

For example:

● Organisation Design and Development

● Job Design
● Team Population and Work Unit Design
● Linear and Complex Process Design
● Supply Chain Design
● Business continuity planning with FMEA protocol
● Critical Infrastructure Protection via FBI Infragard
● Delphi method - developed by RAND for USAF
● Futures studies - Thought leadership mentoring
● Leadership development
● Oceanography - Forecasting complex systems behaviour
● Quality function deployment (QFD)
● Quality management - Hoshin planning methods
● Quality storyboard - StoryTech framework (LeapfrogU-EE)
● Software quality

49
CHAPTER-III
INDUSTRY
&
COMPANY PROFILE

50
51
 INDUSTRY PROFILE

KOTAK CAR FINANCE

During 2005, the kotak Mahindra Group’s ownership in Kotak Mahindra Primus
Limited (KMPL) has gone up to 100% following the acquisition of 40% stake held by
Ford Credit International (FCI). The primary business of KMPL is to finance passenger
cars, multi-utility vehicles in India for retail customers and working capital and
infrastructure requirements of dealers. KMPL offers finance for both new as well as
used cars.

KMPL offers car financing primarily in the form of loans. KMPL also offers inventory
funding to car dealers and has entered into strategic arrangement with various car
manufacturers in India for being their preferred financier. KMPL has established a
centralize customer services activity to ensure high quality and timely response to
customer needs.

During 2007-08 KMP’s gross advances crossed Rs. 5900 crore mark recording an
increase of 44% as compared to financial year 2007.KMPL had a retail distribution
network comprising of 88 branches (including representative offices) in 18 states in the
country and had a wide network of direct marketing associates, brokers and agencies
supporting the distribution network and servicing around 117,345 customers.

KOTAK LIFE INSURANCE

Kotak Mahindra Old Mutual Life Insurance Ltd is a joint venture between Kotak
Mahindra Bank Ltd holding 74% and Old Mutual Plc. Holding 26% - a leading
international financial services group listed on the London stock exchange. Old mutual
plc, a UK based financial service group with 160 years of experience in insurance and
banking, is a Fortune 500 company listed in London Stock Exchange and included in
the FTSE 100 list of companies.

52
Kotak life insurance offers a wide range of innovative life insurance products aimed at
making the Indian consumer financially independent. Kotak life insurance has full
range of products from pure insurance to saving products and market linked products,
from children’s insurance to retirement solutions. In a survey conducted by AC Nielson
– ORG MARG in march 2005, Kotak life insurance ranked 4 th among insurance
companies operating in India in terms of brand awareness in urban areas. For 2004-05,
Kotak life insurance was ranked 6th amongst the private insurers in terms of premium
garnered.

It currently offers 22 products, including pure risk products, return of premium

products, participating products and unit linked investment products. The Kotak safe
investment plan (KSIP) offers capital guarantee at a reasonable cost.

As a financial year 2008 first year regular premium 1,046 crores , 61 crores single
premium , 585 crores renewal premium.

KOTAK MUTUAL FUND

Kotak Mutual Fund was established in 1998, right from starting it has built a reputation
as an innovator among other things it has given Indian mutual fund industry its first
guilt fund, first multi-manager equity fund of funds, first theme fund dedicated to
globally competitive Indian companies, first investor loyalty scheme and first SMS-
based information service which has led the way for rest of the industry.

Kotak Mutual’s goal is to offer investors a full range of products, across the risk-return
spectrum, to enable them to build wealth and achieve their financial goals. To achieve
this, it tries to make investing in mutual funds a simple and convenient process for all
investors, by constantly upgrading its service levels and relying on innovation to make
the difference.

With assets of Rs.19, 739 crores under management (2009 - 2010). The number of
folios as on March 31, 2009 was about 9.40 lakhs as compared to about 5.36 lakhs as
of March 31, 2010 a growth of 75%. It is a mind logging success where its success is
based on three strategies: New product development, increased geographical
53
expansions, improved distribution reach and penetration. Through this strategy, kotak
mutual aims to be the best among the mutual funds of choice.

KOTAK INTERNATIONAL SUBSIDIARIES

The international subsidiaries offer brokerage and asset management services to high
net worth individuals and institutions based outside India through its range of offshore
India funds, as well as through specific advisory and discretionary investment
management mandates from institutional investors. Kotak Mahindra International Ltd
is the investment manager to over US $375 mn in equity assets invested into India
through various funds. The international subsidiaries also dealing depository receipts
and lead manage and underwrite international issuances of securities.

Kotak Mahindra UK Ltd is the first firm of Indian origin to be regulated by securities
and futures authority in the United Kingdom. KMUK is a member of London stock
exchange and is registered with the SEBI as a Foreign Institutional Investor (FII).
KMUK as an FII has 18 sub-accounts investing in to India as of September 30, 2010.
Kotak Mahindra has financial intermediary regulated by the NASD in United States.

KOTAK PRIVATE EQUITY FUND

During 2004-05, the Bank launched the private equity division. The private equity
division has an experienced investment management team with a successful track
record in the venture capital industry. Kotak SAFE India Fund (KSIF) is registered with
SEBI as a venture capital fund. Indian growth fund, a scheme of KSIF had its final
closing in September 2008 with commitments in excess of Rs. 7.8 bn, from domestic
as well as international investors.

54
KOTAK REAL ESTATE FUND
The group has launched Kotak Mahindra Realty Fund, a SEBI registered venture capital
fund, with a focus on the Indian real estate and allied sectors. The primary objective of
the fund is to invest in and provide finance to real estate sector and allied activities in
Indian with an intention to generate superior risk adjusted returns.

NRI SERVICES
KOTAK MAHINDRA BANK offers a diverse set of NRI- centric financial solutions
including investments, remittances and deposits. Ranging from NRE/NRO/FCNR
accounts, Demat accounts are the value added benefits like At-par cheques, at home
services, free inward funds transfer, mandate facility etc. The investment product
ranges from mutual fund to insurance. The bank’s Portfolio Investment scheme (PINS)
enables to deal in equities in secondary market. We offer a platform that includes a bank
account a demat account and a broking account through Kotak securities. The tax and
FEMA advisory services of the bank give advice on taxation or regulatory matters from
the best experts in the field. The bank also offers an online remittance service for non-
resident Indians called FUNDS TO HOME. It includes a range of fast, economical and
secure remittance services.

COMMERCIAL VEHICLES
This constitutes the largest part of the bank’s retail advances portfolio servicing a
customer base of more than 49,345 customers. The division is moving towards
becoming one stop shop for all financing needs of transporters. Developing an efficient
distribution network, implementing risk management techniques and identification of
new products for the transport and infrastructure sectors continue to be the focus of this
business the divisions foray into funding of construction equipment to infrastructure
companies has resulted in the bank emerging as one of the key players on the sector.
The banking platform provides the right opportunity to extend its reach and services

HOME LOANS
KOTAK MAHINDRA BANK offers home finance solutions in May 2003. The home
finance business of the bank has taken the approach of developing products for specific
55
segments and customizing them to suit individual need. The bank now has a complete
suite of home finance offerings with home loans, loan against property, balance transfer
loans and loans for commercial property. The bank launched innovative home finance
offerings with reset period of 36 months and with fixed deposit interest rate as the
interest rate benchmark to expand its range of offerings and cater to newer segments.

AGRICULTURE FINANCE DIVISION

The agriculture finance division was launched in August 2003, to meet the priority
sector advance target of the bank. Given the vast opportunities that are coming up in
agriculture and rural sectors, the division is identifying profitable and yet risk controlled
funding opportunities. The division now has focused teams with experience who are
developing assets for the bank in the retail, SME and corporate segments. The products
launched by the division include tractor loans to individual farmers including
refinancing for the purchase of farm mechanization equipment, term loans for cropping
activities and to high tech and scientific agricultural products, working capital loans to
dealers and distributors of agricultural inputs and loans to farmers engaged in providing
inputs under contract farming arrangement to large corporates and direct loans to
corporates engaged in agriculture activities.

CORPORATE BANKING
KOTAK MAHINDRA BANK offers corporates and institutions a complete range of
client-centric banking solutions and services. These include working capital trade
services, transaction banking, money market and foreign exchange services and cash
management. All the services are focused on specific client needs and delivered after
factoring in industry imperatives and individual contexts. Kotak’s years of experience
ensures that it truly understands the financial needs of Indian corporate sector. The
focus is on supporting supply chain and distribution. This business has gained
significantly from banking platform with ability to offer a wider range of products and
services to customers.
Profit before tax for corporate banking segment was up 99% from Rs. 101.65 crore
in 2006 – 07 to Rs.202.64 crore in 2007 – 08.

56
PERSONAL LOANS
KOTAK’S quick easy personal loans are called “Jaldi Loans” which range from Rs.50,
000 to Rs.10,00,000 for salaried individuals, self-employed professional and
businessmen. It services a customer base of around 37,000. These loans can be used for
almost anything- to renovate houses, for children education, to buy a 2 wheeler, to go
on a well deserved holiday. Jaldi loans offers minimal paper work and quick process
within 24 hours for salaried and 72 hours for self employed professionals and
businessmen with repayment tenures ranging from 12 to 48 hours.

57
 COMPANY PROFILE

The symbol of Kotak Mahindra Bank represents the vision and operations very
precisely where infinite “ka” reflects our global Indian personality. The “ka” is uniquely
Indian while its curve forms the infinite sign, which is universal. One of the basic
tenants of economics is that man’s needs are unlimited. The infinite “ka” symbolizes
that we have an infinite number of ways to meet those needs.

GENISIS OF KOTAK MAHINDRA BANK

KMBL has come into existence in March 2003 through the conversion of kotak
Mahindra bank limited into a Commercial Bank. Kotak Mahindra is one of India's
leading financial institutions, offering complete financial solutions that encompass
every sphere of life. From commercial banking, to stock broking, to mutual funds, to
life insurance, to investment banking, the group caters to the financial needs of
individuals and corporates.
The group has a net worth of over Rs.1,550 crore and employs over 3,000 employees
in its various businesses. With a presence in 60 cities in India and offices in New York,
London, Dubai and Mauritius, it services a customer base of over 5,00,000. Kotak
Mahindra is fairly big and widely based with cross border operations. In 2008, the group
had net worth of over Rs 5,824 crores and employed over 20,000 people in its various
business with a presence of 100 cities in India and offers in New York, London,
Mauritius. Debit cards base increased to 5, 00,000.

Kotak Mahindra owes its growth to its association with the international talent pool and
has partnership with GOLDMAN SACHS (one of the world’s largest bank and
brokerage firm) ford credit (one of the world’s largest dedicated automobile financiers)
and old mutual (a large insurance, banking and asset management conglomerate).

Kotak Mahindra bank is the flagship company of the group. The company was
incorporated in 1985 and over the years has spread its business into the entire spectrum
of financial services either directly or through subsidiaries. In February 2003, the
company reached a new milestone when it was given license to carry on banking
business by the Reserve Bank of India. It was the first company in India to convert to a
58
bank. The company has been in retail leading since mid-1990. With the conversion into
bank retail liabilities, treasury and corporate banking segments have been added.

JOURNEY TO BANK: A SPECTACULAR METAMORPHOSIS

The Kotak Mahindra group was incorporated in 1985 as a Kotak Capital Management
Finance Limited. This company was promoted by UDAY KOTAK, SIDNEY, PINTO
AND KOTAK AND COMPANY

Industrialist HARISH MAHINDRA and ANAND MAHINDRA took a stake in 1986

and thus the company changed its name to KOTAK MAHINDRA FINANCE LTD.
KOTAK MAHINDRA group chairman is Mr.KM GHERDA
KOTAK MAHINDRA vice chairman and managing director is Mr. UDAY KOTAK,
KOTAK MAHINDRA chairman of board of directors is Mr.Dr.SHANKAR
ACHARYA.

OVERVIEW OF KOTAK GROUP OF COMPANIES

Kotak Group of companies has various arms to help its reach objectives. They are
⮚ Kotak Investment Banking.
⮚ Kotak Institutional Equities.
⮚ Kotak Securities.
⮚ Kotak Car Finance.
⮚ Kotak Life Insurance.
⮚ Kotak Mutual Fund.
⮚ Kotak International Subsidiaries.
KOTAK INVESTMENT BANKING:
Kotak investment banking is an India’s premier investment bank which is a
strategic joint venture between Kotak Mahindra Bank which is holding 75% and
Goldman Sachs which is holding 25%. Kotak investment banking offers a full service
investment banking solutions to its clients by combining the global reach and expertise
of GOLDMAN SACHS.

59
Kotak investment banking identifies structures and executes merges, acquisitions,
divestitures and issuance a debt and equity and also provides innovative solutions to
corporate and government enterprise.

In equity business, Kotak investment bank works with top rated companies in accessing
the public and private equity markets and providing innovative financing solutions.
Kotak investment banking pioneered the concept of book built equity offering in India
with the IPO of Hughes Software Systems Ltd and has raised equity through book
building for some of the largest equity deals ever done in domestic market. Kotak
investment bank has had the privileged of being the book runner to the landmark
disinvestments of Maruthi Udyog Ltd and ONGC Ltd., which are considered a
watershed in Indian capital markets.

AWARDS:
Kotak Investment Banking achievements are awesome and hence got crowned with
many as it deserves. Kotak investment banking has been awarded

⮚ KMB IT team got 6 awards organised by IBA.

⮚ KMB was in the top 5 for corporate governance amongst companies by
technical criteria in the IR Global rankings 2010 for the Asia pacific/ Africa
region.
⮚ “BEST DOMESTIC EQUITY HOUSE” by Asia money in 2003, 2004, 2006,
2009& 2010.
⮚ “BEST DEAL IN INDIA” for ONGO Limited by Asia money in 2008.
⮚ “BEST INVESTMENT BANK IN INDIA” by finance Asia in 2003, 2004, 2006
& 2008.
⮚ “BEST ASIAN MID CAP EQUITY DEAL” for Maruthi IPO in 2006 by
Finance Asia.
⮚ “BEST INVESTMENT BANK IN INDIA” by Global finance in 2004 and
2005.
⮚ “BEST EQUITY HOUSE IN INDIA” by Euro money in 2003, 2004, 2005,
2007 & 2008.

60
 ⮚ India’s equity house of the year by IFR Asia in 2004.
⮚ BEST PERFORMANCE EQUITY BROKERAGE in India CNBC financial
advisor awarded in 2008
⮚ BEST BROKERAGE FIRM IN INDIA BY ASIA MONEY in 2007
⮚ THE LEADING EQUITY HOUSE IN INDIA as Thomas extel survey in 2007

KOTAK INSTITUTIONAL EQUITIES

Kotak institutional equities focus on catering to the institutional clients including
foreign institutional investors, banks, mutual funds and insurance companies.
Kotak research analysts were ranked top 3 in institutional investors 2004 all Asia
ranking. It caters to institutional clients of India, London, New York, Hong Kong,
Singapore, Japan and Middle East. The full service research team’s sectoral analysis
covers all the major areas of the India economy and constantly delivers comprehensive
high quality research across a wide spectrum of industries.

KOTAK SECURITIES
Kotak securities are a strategic joint venture between KOTAK MAHINDRA BANK
(holding 75%) & GOLDMAN SACHS (holding 25%) is India’s leading brokerage and
securities distribution house. Kotak securities has been ranked the largest distributor of
initial public offerings for 2006-2007 by PRIME database and has been awarded India’s
best equity house for 2008 by Finance Asia, Best broker in India for 2008 by Finance
Asia and best equities house in India for 2008 by Euro money.
The non-institutional division of Kotak securities offers both offline and online
broking. Apart from broking services, the non-institutional segment offers wide range
of products including portfolio management services, margin lending, depository
services and other fee based activities.
The private client group (PCG) of the company provides investment advisory
services to High Net Worth individuals, Non Resident Indians (NRIs) Investor Trusts
and Corporate. The investment product range offered by PCG covers investments and
trading, equity derivatives, portfolio management, IPO’s and mutual funds. In 2008 the
assets under discretionary portfolio management were in excess of Rs. 28 billion. Kotak
securities average daily volume 5,300 crores (in 2008).

61
CHAPTER -IV
DATA ANALYSIS

&

INTERPRETATION

62
1. Do you feel the compelling reasons for adopting the change programme?
a. Yes
b. No
c. To some extent
d. Don’ t Know
Option NO of employee Percentage
Yes 9 38%
No 5 10%
To some extent 20 40%
Don’ t Know 6 12%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 40 % of the employees say that to some extent, they feel
the compelling reasons for adopting the development, 38% of them say yes, 12 % don’t
know, and 10% say no

63
2. Are you aware of how when and where the develop will happen?
a. to large extent
b. to medium extent
c. to little extent
d. not clear at all

Option No of employee percentage

To large extent 13 26%
To medium extent 21 42%
To little extent 16 32%
Not clear to all 0 0

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 42% of the employees are aware to medium extent of how,
when where the change will happen, 32% of them to large extent and 26% of them to a
little extent.

64
3. Does the senior executive team support need based changes?
a. adequately
b. inadequately
c. appropriately
d. not applicable
Option No of employee Percentage
Adequately 27 54%
Inadequately 19 6%
Appropriately 1 38%
Not applicable 1 2

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 65% of the employees say that senior executive team
support the need based change adequately and 30% of the employees say appropriately
and 3% of say that senior executive team support the need based change inadequenlty
and 2% say not applicable.

65
4. Has awareness programmes been conducted by your organization while
implementing development.
a.yes
b.no
C.to some extent
Didn’t know.

Option No of employee Percentage

Yes 29 58%
No 3 6%
To some extent 17 34%
Don’t know 1 2%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 54% of the employees say that senior executive team
support the need based change adequate and 38% of the employees say appropriately
and 6% of say that senior executive team support the need based change inadequenlty
and 1% say not applicable.

66
5. Are all stakeholders involved in the development process??
a.yes
b.no
C.to some extent.
Didn’t know

Options No of employees Percentage

Yes 17 34%
No 8 16%
Tosome extent 23 46%
Don’t know 2 4%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 58% of the employees say that awareness programmes
have been conducted by their organization while implementing change, 34% of them
say that to some extent the awareness programmes are being conducted while
implementing change whereas 6% of them say no, and 2 % of them don’t know.

67
6. Do you agree that the employees are involved in framing the goals to lower
level of the organization?
a.agree
Disagree
c.indiffrent
D.dont know
Options No of employees Percentage
Agree 30 60%
Disagree 9 18%
Indifferent 6 12%
Don’t know 5 10%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 68% of the employees say that awareness programmes
have been conducted by their organization while implementing change, 24% of them
say that to some extent the awareness programmes are being conducted while
implementing change whereas 6% of them say no, and 2 % of them don’t know.

68
7. Does development support operational accountabilities?
a.yes
b.no
C.to some extent.
D.dont know

Options No of employees Percentage

Yes 23 46%
No 6 12%
To some extent 20 40%
Don’t know 1 2%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 46% of the employees say that the change management
support operational accountability 40% of them say to some extent.

69
8. Do you agree that people with responsibility at your organization have the
necessary skills?
a.agree
Disagree
c.indiffrent
D.dont know

Options No of employees Percentage

Agree 26 52%
Disagree 7 14%
Indifferent 17 34%
Don’t know 0 0

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 52% of the employees agreed that the people with the
responsibilities at their organization have the necessary skills, 34% of them agree to
some extent, 14% of them disagree.

70
9. Is the training programme sufficiently designed and adequately resourced?
a.yes
b.no
C.to some extent.
D.dont know

Options No of employees Percentage

yes 28 56%
No 3 65%
To some time 18 36%
Don’t know 1 2%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart rivals that 56% of the employees agree that the training programme is
being sufficiently designed and adequately resourced, 36% of them agree to some
extent,

71
10. Are terms being developed and supported for high performance?
a.yes
b.no
C.to some extent.
D.dont know

Options No of employees Percentage

Yes 20 40%
No 4 85%
To some time 20 40%
Don’t know 6 12%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 40% of the employees agree that teams are being developed
and support for high performance, 40% of the employees agree to some extent, 12% of
them don’t know 8% of them say no.

72
11. Is there focus on skills as well as technical skills in Kotak?
Among soft skills
Boon both technical skills
Cloth
Denote at all
Options No of employees Percentage
On soft skills 2 4%
On technical skills 14 28%
Both 28 56%
Not at all 6 12%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 56% of the employees agree that Kotak focuses on both
soft skills and technical skills.

73
12. Do information human resource and other systems support the new operational
environment?
a.support
B.dont support
C.to some extent
D.dont know
Options No of employees Percentage
Support 30 60%
Don’t support 1 2%
To some extent 18 36%
Don’t know 1 2%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 60% of the employees agree that information system,
human resource and other systems support the new operations environment 36% of
the agree to some extent ,2% of them say that it does not support, where as 2 % of the
them don’t know.

74
13. Are remuneration reward and recruitment systems aligned with the change
objectives?
a.yes
b.no
C.to some extent.
D.dont know
Options No of employees Percentage
Ye s 34 68%
No 8 16%
To some extent 6 12%
Don’t know 2 4%

Source:
From questionnaire given to the 50 % employees.

Interpretation:
The above chart reveals that 68% of the employees agree that remuneration rewards
and recruitment systems aligned with the development objective, where as 16% of
they say no, 12% of them agree that it aligned to some extent with the development
objective.

75
CHAPTER -V
FINDINGS
SUGGESTIONS
CONCLUSION

76
FINDINGS

⮚ “Above all else, the key lesson learned from the OD process is that OD is an
ongoing process which organizations must continually address if they are to be
healthy and effective. Thus, the Justice Centre is committed to making OD an
ongoing part of its future focus.”

⮚ “OD never stops. We’re just beginning. We’re not going to let the OD money
run out. We’re going to find ways to pay for it.”

⮚ “We learned that organizational development is everybody’s job. It is a

continual process that never ends.”

77
SUGGESTIONS

After analysis and conclusions, there is some need to provide a few suggestions
to the organization I am sincerely providing these suggestions for the welfare of the
organization. In order to analyse the job, we have to do some changes.

⮚ Mainly inspecting work is the main activity that is in the part of incumbent’s
supervisory duties. Not only that, there are several activities like training,
performance appraisal, coaching etc. also be given to the employees.
⮚ I observed that eighth grade education is enough for this job.
⮚ If you take proper precautions for mechanical hazards, the employees can do
the job effectively and get more output.
⮚ Try to replace the high technology in the place of low technology.
⮚ Try to decrease the amount of experience needed to perform this job.

⮚ If personal attributes are required by the job, then the productivity will be
increased.

78
CONCLUSION

These core components of effective organizations offer a framework for

understanding the goals of organizational development work. Specific skills, such as
leadership skills, group process skills, communication skills and problem-solving skills,
are essential in order for these components to be developed and maintained. The process
through which each organization approaches OD work must be developed in relation
to several factors, including its age and stage of development, the current conditions
under which it is operating externally and internally, and the history and identity of the
organization. Taken together, these components present a vision for organizational
health that can help guide and direct organizational development efforts.

Lessons Learned

Organizational leaders who have experience with long-term organizational

development efforts have the following lessons to share with those who are considering
or are engaged in OD work:
The nature of OD work

⮚ “Our sense is that organizational development is somewhat shaggier, less

systematic, and more situation-specific than the way we think about it in
workshops and learning clusters. It’s so didactic in workshops . . . . In reality
and practice, it’s not as neat as we present it; it’s different from organization to
organization. It’s living, it changes as we perfect it. It’s a dynamic, not a static
thing.”
⮚ “It’s a process of two steps forward, one step back; it’s a progression, and it’s
not always linear. You should be happy about your successes because there will
be setbacks.”
⮚ “It always takes longer than you think.”
⮚ “You can’t pretend that there’s a magic OD formula. There are no ten things to
do to solve all problems. It’s about people and their personalities. There’s no
resolution but through interaction and day to day management. You can’t ever
pretend that things will disappear with OD.”
79
⮚ “Organizations are like kids, it’s all about development. If you give them good,
strong values, a clear vision of the future, and the view that everything is
possible, they will grow up to be like that and . . . . Vice versa.”
⮚ “You just have to do it (OD). It’s kind of like ‘good grooming.’ People don’t
want to know the details, but you’ve got to look and smell good as you walk out
of the house.”

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QUESTIONNAIRE

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 QUESTIONNAIRE

1. Name of the Employee :

2. Designation :
3. Department / Branch :
4. Age / Gender :

1. Do you feel the compelling reasons for adopting the change programme? [ ]
a) Yes
b) No
C) To some extent
D) Don’t Know
2. Are you aware of how when and where the develop will happen? [ ]
A.to large extent
B.to medium extent
C.to little extent
D.not clear at all

3. Does the senior executive team support need based changes? [ ]

a.adequantely
b.inadequately
c.appropriately
d.not applicable

4. Has awareness programmes been conducted by your organization while

implementing development. [ ]
a.yes
b.no
c.to some extent
d.dont know.

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5. Are all stakeholders involved in the development process?? [ ]
a.yes
b.no
C.to some extent.
D.dont know
6. Do you agree that the employees are involved in framing the goals to lower
level of the organization? [
]
a.agree
Disagree
c.indiffrent
D.dont know

7. Does development support operational accountabilities? [ ]

a.yes
b.no
C.to some extent.
D.dont know

8 Do you agree that people with responsibility at your organization have the
necessary skills? [ ]
a.agree
Disagree
c.indiffrent
D.dont know

9. Is the training programme sufficiently designed and adequately resourced ?

[ ]
a.yes
b.no
c.to some extent.
d.dont know

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10. Are terms being developed and supported for high performance? [ ]
a.yes
b.no
c.to some extent.
d.dont know

11. Is there focus on skills as well as technical skills in Kotak. [ ]

a.On soft skills
b.on both technicalskills
cboth
d.not at all

12. Do information human resource and other systems support the new [ ]
operational environment.
a.support
b.don't support
c.to some extent
d.don't know

13. Are remuneration reward and recruitment systems aligned with the change
objectives ? [ ]
a.yes
b.no
c.to some extent.
d.don't know

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BIBLIOGRAPHY

85
 BIBLIOGRAPHY
Author’s Name Book’s Name

Aswathappa - Human Resource Management

L.M. Prasad - Organizational Behaviour
Harold Koontz - Essential Of Management
Peter Stimpson - Business Studies

WEB SITES:
⮚ http://www.google.com
⮚ http://www.Kotak.com

⮚ http://www.hr.com

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